ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS: RL.3.2WIDA ELDS: 2Reading Speaking

Recount stories, including fables, folktales, and myths from diverse cultures.

Retell stories from a variety of genres using a Story Map and pictures.

VU: Retell, characters, beginning, middle, end

LFC: Past tense verbs; perfect aspect (present & past)

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives Retell the elements of

fables, folktales, and myths from diverse cultures in L1 and/or use pictures or drawings,

Retell the elements of fables, folktales, and myths from diverse cultures in L1 and/or use phrases or short sentences.

Retell the elements of adapted fables, folktales, and myths from diverse cultures in multiple, simple, related sentences.

Retell the elements of fables, folktales, and myths from diverse cultures within grade 2-3 complexity in expanded sentences with emerging complexity.

Retell the elements of grade-level fables, folktales, and myths from diverse cultures in multiple, complex sentences.

Learning Supports

Story MapPictures/PhotographsTemplateSentence FramesL1 support

Story MapPictures/PhotographsTemplateSentence FramesL1 support

Story MapPictures/PhotographsTemplate

Story Map

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: RL.3.2WIDA ELDS: 2Reading Speaking

Determine the central message, lesson, or moral of a text.

Identify the central message, lesson, or moral of a text using a Story Map, Word Wall and Template.

VU: Retell, characters, moral

LFC: Past tense verbs; perfect aspect (present & past)

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Identify the central

message, lesson, or moral of grade level stories in L1 and/or repeat high-frequency, content-related single words from stories and match words with Illustrations/diagrams/drawings.

Identify the central message, lesson, or moral of grade-level stories in L1 and/or using general, content-based vocabulary in phrases and short sentences with formulaic patterns.

Identify the central message, lesson, or moral of adapted grade-level stories using key, content-based vocabulary in multiple, simple, related sentences.

Identify the central message, lesson, or moral of grade level stories using key, content-based vocabulary in expanded sentences with emerging complexity.

Identify the central message, lesson, or moral of grade-level stories using precise, content-based vocabulary in multiple, complex sentences of varying grammatical structures.

Learning Supports

Story MapPictures/PhotographsTemplateL1 support

Story MapPictures/PhotographsTemplateSentence FramesL1 support

Story MapPictures/PhotographsTemplate

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:RL.3.2WIDA ELDS: 2Reading Speaking

Explain how the central message, lesson, or moral of a text is conveyed through key details in the text.

Explain the central message, lesson, or moral of a text using a Story Map, Word Wall and Partner work.

VU: Central message, lesson, moral

LFC: Past tense verbs; perfect aspect (present & past)

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Explain the central

message, lesson, or moral of grade-level stories in L1 and/or use single words from stories and match words with Illustrations/diagrams/drawings.

Explain the central message, lesson, or moral of grade-level stories in L1 and/or using phrases and short sentences.

Explain the central message, lesson, or moral of grade level stories using multiple, simple, related sentences.

Explain the central message, lesson, or moral of grade level stories using expanded sentences with emerging complexity.

Explain the central message, lesson, or moral of grade-level stories using multiple, complex sentences.

Learning Supports

Story MapPictures/PhotographsTemplateL1 supportWord Wall

Story MapPictures/PhotographsTemplateSentence FramesL1 support

Story MapPictures/PhotographsTemplateWord WallPartner work

Story Map

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Partner work Word WallPartner work

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:RL.3.4WIDA ELDS: 2Reading Speaking

Determine the meaning of words and phrases as they are used in a text.

Determine the meaning of words as they are used in a text using Think Alouds and multiple resources.

VU: Resource

LFC: Definition genre

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Determine the meaning of words in a text using L1 support and/or single words from a leveled text.

Determine the meaning of words in a text using L1 and/or using general, content-based vocabulary phrases and short sentences from a leveled text.

Determine the meaning of words in a text using multiple, simple, related sentences.

Determine the meaning of words in a text using n expanded sentences with emerging complexity.

Determine the meaning of words in a text using multiple, complex sentences.

Learning Supports

Think AloudsMultiple resources L1 supportPictures/Photographs

Think AloudsMultiple resources L1 supportPictures/PhotographsSentence Frames

Think AloudsMultiple resources

Think AloudsMultiple resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:RL.3.4WIDA ELDS: 2Reading Speaking

Distinguish literal from nonliteral language within Grade 3 text.

Determine literal from nonliteral language using a T-Charts and Word Wall

VU: Literal language, nonliteral language

LFC: Comparative phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Determine literal from nonliteral language using L1 support, and Illustrations/diagrams/drawings.

Determine literal from nonliteral language using L1 and/or using phrases.

Determine literal from nonliteral language using simple sentences.

Determine literal from nonliteral language using complete sentences.

Determine literal from nonliteral language using detailed sentences.

Learning Supports

T-ChartsL1 supportPictures/PhotographsIllustrations/diagrams/drawings /diagrams/ drawingsWord/Picture Wall

T-ChartsL1 supportPictures/PhotographsSentence FramesIllustrations/diagrams/drawings /diagrams/ drawingsWord/Picture Wall

T-ChartsSentence startersWord Wall

T-Charts

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:RL.3.5WIDA ELDS: 2ReadingSpeaking Writing

Refer to parts of stories, dramas, and poems when writing or speaking about a text.

Refer to parts of stories, dramas, and poems when writing or speaking about a text using a Story Map, Word Wall and Teacher Modeling

VU: Stories, dramas, poems

LFC: Past tense verbs, perfect aspect (present and past)

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Refer to parts of stories, dramas, and poems when writing or speaking about a text in L1 and/or use drawings, pictures and high-frequency words in phrases and memorized patterns.

Refer to parts of stories, dramas, and poems when writing or speaking about a text in L1 and/or use pictures in phrases and short sentences.

Refer to parts of stories, dramas, and poems when writing or speaking about a text in multiple, simple, related sentences.

Refer to parts of stories, dramas, and poems when writing or speaking about a text in expanded sentences with emerging complexity.

Refer to parts of stories, dramas, and poems when writing or speaking about a text using multiple, complex sentences.

Learning Supports

Story MapTeacher ModelingWord/Picture Wall L1 supportIllustrations/diagrams/drawings /

Story MapTeacher ModelingWord/Picture Wall L1 supportIllustrations/diagrams/drawings /diagrams/

Story MapTeacher ModelingWord Wall

Story Map

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

diagrams/drawings drawings

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS: RL.3.5WIDA ELDS: 2 Reading SpeakingWriting

Include terms such as chapter, scene, and stanza when writing or speaking about a text.

Include terms such as chapter, scene, and stanza when writing or speaking about a text using a Personal Dictionary and notes.

VU: Chapter, scene, stanza

LFC: Past tense verbs, perfect aspect (present and past)

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Include terms such as chapter, scene, and stanza when writing or speaking about a text in L1 and/or by using single words in phrase or memorized patterns from leveled texts.

Include terms such as chapter, scene, and stanza when writing or speaking about a text in L1 and/or by using phrases and short sentences from leveled texts.

Include terms such as chapter, scene, and stanza when writing or speaking about an adapted text in multiple, simple, related sentences.

Include terms such as chapter, scene, and stanza when writing or speaking about a text within grade 2-3 complexity band in expanded sentences.

Include terms such as chapter, scene, and stanza when writing or speaking about a grade-level text in multiple, complex sentences.

Learning Supports

NotesPersonal DictionaryWord/Picture Wall L1 supportPictures

NotesPersonal DictionaryWord/Picture Wall L1 supportSentence Frames

NotesPersonal DictionaryWord Wall

Notes

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS: RL.3.5WIDA ELDS: 2 Reading Speaking

Describe how each successive part of a chapter, scene, or stanza builds on earlier sections within a text.

Describe how each chapter, scene, or stanza builds on earlier sections within a text using a Story Map, Outline and Word Wall.

VU: Chapter, scene, stanza

LFC: Past tense verbs, perfect aspect (present and past)

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Describe how each chapter, scene, and stanza builds on earlier sections within a text in L1 and/or by using single words in phrase and memorized patterns.

Describe how each chapter, scene, and stanza builds on earlier sections within a text in L1 and/or by using in phrases and short sentences.

Describe how each chapter, scene, and stanza builds on earlier sections within a text in multiple, simple, related sentences.

Describe how each chapter, scene, and stanza builds on earlier sections within a text in expanded sentences.

Describe how each chapter, scene, and stanza builds on earlier sections within a grade-level text by using precise, content-based vocabulary in multiple, complex sentences.

Learning Supports

Story MapOutlineWord Wall L1 supportSentence FramesVisuals

Story MapOutlineWord Wall L1 supportSentence FramesVisuals

Story MapOutlineWord Wall

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 9CCSS: RI.3.2 WIDA ELDS: 2 - 5Reading SpeakingListening

Determine the main idea in informational grade 3 text.

Note: When CCSS is RI (Reading Informational Text), the WIDA ELDS could be Language Arts, Math, Science or Social Studies. For that reason, all 4 standards are included. However, teachers should only cite the specific content used.

Identify the main idea of a text using a graphic organizer, Word Wall and pictures.

VU: Identify, main idea

LFC: Verb forms; declarative sentences, complex sentences, transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify the main idea of a grade-level text in L1 and/or in a leveled text read aloud.

Identify the main idea of a grade level text in L1 and/or in a leveled text read aloud in English using Illustrations/diagrams/drawings.

Identify the main idea of an adapted grade level text by answering orally in multiple, simple, related sentences.

Identify the main idea of an text within grade 2-3 complexity band by answering orally using in expanded sentences.

Identify the main idea of a grade-level text by answering orally in multiple, complex sentences.

Learning Supports

Graphic OrganizerWord/Picture WallPictures/PhotographsL1 supportGesturesChoice Questions

Graphic OrganizerWord/Picture WallPictures/PhotographsL1 supportSentence Frames

Graphic OrganizerWord Wall

Graphic Organizer

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 10CCSS: RI.3.2 WIDA ELDS: 2 - 5Reading Speaking

Recount key details and explain how they support the main idea in an informational Grade 3 text. Identify the key details and explain the connection to the

main idea using a graphic organizer, Word Wall and Teacher Modeling.

VU: Identify, explain, main idea, details

LFC: Verb form; indicative verbs; declarative sentences;

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Identify the key details

and explain the connection to the main idea in L1 and/or use single words.

Identify the key details and explain the connection to the main idea in L1 and/or use phrases and short sentences.

Identify the key details and explain the connection to the main idea in multiple, simple, related sentences.

Identify the key details and explain the connection to the main idea in expanded sentences with emerging complexity.

Identify the key details and explain the connection to the main idea in multiple, complex sentences.

Learning Supports

Graphic Organizer Word/Picture WallTeacher Modeling Pictures/PhotographsL1 supportIllustrations/diagrams/

Graphic Organizer Word/Picture WallTeacher Modeling Pictures/PhotographsL1 supportSentence Frames

Graphic OrganizerWord WallTeacher Modeling

Graphic Organizer

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

drawing s /diagrams/ drawings

Student Learning Objective (SLO) Language Objective Language NeededSLO: 11CCSS: RI.3.3WIDA ELDS: 2 - 5Reading Speaking

Describe the relationship between a series of historical events or scientific ideas or concepts, using language that pertains to cause/effect.

Describe the cause/effect of historical events or scientific ideas using a graphic organizer, Word Wall and Role Play.

VU: Cause/effect, historical events, scientific ideas

LFC: Nouns; abstract nouns; pronouns; and adjectives

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Describe the cause/effect of historical events or scientific ideas in L1 and/or from a leveled text in phrases.

Describe the cause/effect of historical events or scientific ideas from in L1 and/or from a leveled text in phrases and short sentences.

Describe the cause/effect of historical events or scientific ideas from an adapted grade level text n multiple, simple, related sentences.

Describe the cause/effect of historical events or scientific ideas from a text within grade 2-3 complexity level in expanded sentences

Describe the cause/effect of historical events or scientific ideas from a grade level text in multiple, complex sentences.

Learning Supports

Graphic OrganizersRole PlayPartner workWord/Picture WallL1 text and/or supportPictures

Graphic Organizers Role PlayPartner workWord/Picture WallL1 text and/or supportSentence Frames

Graphic OrganizersRole PlayPartner workWord Wall

Graphic OrganizersRole Play

Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 12CCSS: RI.3.4WIDA ELDS:2 - 5Reading Speaking

Determine the meaning of general academic words and phrases in a text relevant to a grade 3 topic or subject area.

Identify the meaning of academic words and phrases in a text using multiple resources, small group and Visuals.

VU: Identify, definition

LFC: Verb forms; definition genre

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Identify the meaning of

academic words and phrases in a text in L1 and/or draw a picture that represents the meaning of the word or phrase and matching key words with the Illustrations/diagrams/drawings.

Identify the meaning of academic words and phrases in a text in L1 and/or identify key phrases that support the meaning of the word or phrase using appropriately leveled text read aloud.

Identify the meaning of academic words and phrases in an adapted text using key, content-based vocabulary in multiple, simple, related sentences.

Identify the meaning of academic words and phrases in a text within grade2 – 3 complexity band using key, content-based vocabulary in expanded sentences with emerging complexity.

Identify the meaning of academic words and phrases in a grade level text using precise, content-based vocabulary in multiple, complex sentences.

Learning Supports

Multiple resources Triads or Small Groups

Multiple resources Triads or Small Groups

Multiple resourcesTriads or Small Groups

Multiple resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Word/Picture WallModel Pictures/PhotographsL1 supportIllustrations/diagrams/drawings /diagrams/ drawings

Word/Picture WallModel Pictures/PhotographsL1 support

Word Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 13CCSS: RI.3.4WIDA ELDS: 2 - 5Reading Speaking

Determine the meaning of domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Identify the meaning of domain-specific words and phrases in a text using multiple resources, small group and Visuals.

VU: Identify, domain-specific words, phrases

LFC: Verb forms; definition genre

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Identify the meaning of

domain-specific words and phrases in L1 and/or draw a picture.

Identify the meaning of domain-specific words and phrases in L1 and/or identify key phrases that support the meaning of the word or phrase using leveled text read aloud.

Identify the meaning of domain-specific words and phrases in an adapted text in multiple, simple, related sentences.

Identify the meaning of domain-specific words and phrases in a text within grade 2 – 3 complexity band in expanded sentences

Identify the meaning of domain-specific words and phrases in a grade-level text in multiple, complex sentences.

Learning Supports

Multiple resources Triads or Small Groups Word/Picture Wall

Multiple resources Triads or Small Groups Word/Picture Wall

Multiple resourcesTriads or Small Groups Word Wall

Multiple resourcesCognates

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Model Pictures/PhotographsL1 supportIllustrations/diagrams/drawings /diagrams/ drawingsCognates

Model Pictures/PhotographsL1 supportCognates

Cognates

Student Learning Objective (SLO) Language Objective Language NeededSLO: 14CCSS: RI.3.5 WIDA ELDS: 2-5Reading Listening

Use text features (e.g., maps, table of contents, captions) to locate information relevant to a given topic efficiently.

Locate information in a text using text features and following oral directions with the support of a Word Wall and charts.

VU: Text features

LFC: Declarative sentences, transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Locate information in a

text using text features and following oral directions in L1 and/or in phrases and memorized patterns.

Locate information in a text using text features and following oral directions in L1 and/or in phrases and short sentences.

Locate information in a text using text features and following oral directions in multiple, simple, related sentences.

Locate information in a text using text features and following oral directions in expanded sentences.

Locate information in a text using text features and following oral directions in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Learning Supports

Word/Picture WallChartsVisualsL1 support

Word/Picture WallChartsL1 support

Word WallCharts

Charts

Student Learning Objective (SLO) Language Objective Language NeededSLO: 15CCSS: RI.3.5 WIDA ELDS: 2-5Reading Listening

Use search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Use search tools to locate relevant information by following oral directions using Technology and Technological Resources, Word Walls and Teacher Modeling.

VU: Search tools, relevant, key words, sidebars, hyperlinks

LFC: Declarative sentences, transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Use search tools to

locate relevant information from texts by following oral

Use search tools to locate relevant information from texts by following oral directions in L1 and/or

Use search tools to locate relevant information from adapted texts by following oral directions v in multiple,

Use search tools to locate relevant information from texts within grade 2-3 complexity band by

Use search tools to locate relevant information from grade level texts by following oral directions in multiple, complex sentences.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

directions in L1 and/or using pictures in phrases and memorized patterns.

using pictures and oral directions in phrases and short sentences.

simple, related sentences. following oral directions in expanded sentences.

Learning Supports

Technology and Technological ResourcesTeacher Modeling Word/Picture WallL1 support

Technology and Technological ResourcesTeacher Modeling Word/Picture WallL1 support

Technology and Technological ResourcesTeacher Modeling Word Wall

Technology and Technological ResourcesTeacher Modeling

Student Learning Objective (SLO) Language Objective Language NeededSLO: 16CCSS: RF.3.3.c WIDA ELDS: 2Reading Speaking

Decode multi-syllable words. Decode multi-syllable words using Word Wall, charts and Teacher Modeling.

VU: Decode, syllable, multi-syllable

LFC: Nouns, adjectives, and adverbs

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Decode multi-syllable

words in L1 and/or Decode multi-syllable words in L1 and/or

Decode key, multi-syllable k, content-based words from

Decode key, multi-syllable, content-based

Decode multi-syllable, content-based words from grade-level texts.

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

high-frequency, multi-syllable, content-related words from leveled text.

common, multi-syllable, content-based words from leveled texts.

adapted texts. words from texts within grades 2 – 3 complexity band.

Learning Supports

ChartsWord/Picture WallTeacher ModelingL1 support

ChartsWord/Picture WallTeacher ModelingL1 support

ChartsWord Wall

Charts

Student Learning Objective (SLO) Language Objective Language NeededSLO: 17CCSS: RF.3.3.d WIDA ELDS: 2Reading Speaking

Read grade-appropriate, irregularly-spelled words with accuracy and expression.

Read grade level irregularly spelled words with accuracy and expression using a Word Wall, pictures and flash cards.

VU: Irregular

LFC: Prosody (stress and expression) when reading sentencesLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Language Objectives Read high-frequency,

irregularly-spelled, content-related words from leveled texts with accuracy and expression.

Read irregularly-spelled, common, content-based words in phrases from leveled texts with accuracy and expressions.

Read irregularly-spelled, key, content-based words from adapted texts with accuracy and expression.

Read irregularly-spelled, content-based words from texts within the grade 2-3 complexity band with accuracy and expression.

Read irregularly spelled, content-based words in grade-level texts with accuracy and expression.

Learning Supports

Pictures/PhotographsFlash cardsWord/Picture WallL1 support

Pictures/PhotographsFlash cardsWord/Picture WallL1 support

Word WallFlash cards

Word Wall

Student Learning Objective (SLO) Language Objective Language NeededSLO: 18CCSS: RF.3.4.aWIDA ELDS:

Read grade-level text with purpose and understanding.

Read grade-level text and orally explain the purpose and demonstrate understanding using a Graphic Organizers and pictures.

VU: PurposeLFC: Sentence structure related to level of text

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

2Reading Speaking

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Read grade level texts and orally explain the purpose and demonstrate comprehension in L1 and/or read or listen to a leveled text and state or repeat the purpose using single words.

Read grade level texts and orally explain the purpose and demonstrate comprehension in L1 and/or read leveled texts and explain the purpose using short sentences.

Read adapted texts and orally explain the purpose and demonstrate comprehension in multiple, simple, related sentences.

Read texts within the grade 2-3 complexity band and orally explain the purpose and demonstrate comprehension in expanded sentences.

Read grade-level texts and orally explain the purpose and demonstrate comprehension in multiple, complex sentences.

Learning Supports

L1 supportChoice QuestionsGraphic Organizers Word/Picture Wall

L1 supportSentence FramesGraphic Organizers Word/Picture Wall

Graphic Organizers Word Wall

Graphic Organizers

Student Learning Objective (SLO) Language Objective Language NeededSLO: 19CCSS: RF.3.4.bWIDA ELDS:

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Read prose with fluency, accuracy and expression with a Partner work and Technology and Technological Resources.

VU: Prose

LFC: Prose sentence structure

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

2Reading Speaking

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 1Language Objectives Read prose and poetry

orally in L1 and/or high-frequency, known single words from a leveled text.

Read prose and poetry orally in L1 and/or common and known phrases from a leveled text with limited accuracy, fluency and expression.

Read prose and poetry orally with fluency, accuracy and expression in adapted texts.

Read prose and poetry orally with fluency and accuracy in texts within the grades 2-3 complexity level.

Read grade-level prose and poetry orally with fluency, accuracy and expression.

Learning Supports

Illustrations/diagrams/drawings /diagrams DrawingsPartner workL1 supportManipulatives

Illustrations/diagrams/drawings /diagrams DrawingsPartner workL1 supportManipulatives

Partner work Partner work

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 20CCSS: RF.3.4.cWIDA ELDS: 2Reading Speaking

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Use context to confirm and demonstrate oral reading skills by self-correcting by rereading when necessary using a checklist and Think Alouds.

VU: Context clues, confirm, reread, self-correctLFC: Sentences with context clues

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 1Language Objectives

Use context to confirm the meaning of unknown words in a grade level text in L1 and/or unknown, high-frequency words in a controlled text.

Use context to confirm the meaning of unknown words in a grade level text in L1 and/or use selected phrases from a leveled text.

Use context to confirm the meaning of unknown content based words in an adapted text.

Use context to confirm the meaning of unknown content based words in an approaching grade level text..

Use context to confirm the meaning of unknown words in a grade level text.

Learning Supports

Checklist for guiding questionsThink AloudsGuided group with teacherL1 supportPictures/Photographs

Checklist for guiding questionsThink AloudsGuided group with teacherL1 supportPictures/Photographs

Checklist for guiding questionsThink AloudsTriads or Small Groups

Checklist for guiding questionsTriads or Small Groups

Student Learning Objective (SLO) Language Objective Language Needed

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

SLO: 21CCSS:W.3.2.bWIDA ELDS: 2Writing

Use facts, definitions, and details to help develop a topic within a piece of writing. Develop a writing piece using facts, definitions, and details

using a Graphic Organizers, Word Wall and Shared Writing.

VU: Facts, definitions, and details

LFC: Sentences with references and contextual definitionsLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 1Language Objectives

Develop a writing piece using facts, definitions, and details in L1 and/or begin to develop a writing piece using high-frequency, content-related single words.

Develop a writing piece using facts, definitions, and details in L1 and/or begin to develop a writing piece in phrases and short sentences

Develop multiple, related ideas in a writing piece using facts, definitions, and details in multiple, simple sentences.

Develop an organized writing piece using facts, definitions, and details in expanded sentences with emerging complexity.

Develop a clear and coherent writing piece using facts, definitions, and details in multiple, complex sentences.

Learning Supports

Shared WritingWord/Picture WallReference materials (print and digital, bilingual and English)L1 text and/or supportPictures Illustrations/diagrams/drawingsCloze sentences

Shared WritingWord/Picture WallReference materials (print and digital, bilingual and English)L1 text and/or supportSentence FramesIllustrations/diagrams/drawings

Shared WritingWord WallReference materials (print and digital, bilingual and English)

Shared WritingReference materials (print and digital)

Shared Writing

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 22CCSS: W.3.2.cWIDA ELDS: 2Writing

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Organize ideas within categories of information applying linking words and phrases using phrase walls and Template.

VU: Linking words

LFC: Sentences with transitional words and phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Organize ideas within categories of information by applying linking words and phrases in L1 and/or, single words.

Organize ideas within categories of information by applying linking words and phrases, L1 and/or using phrases and short sentences.

Organize multiple, related ideas within categories of information by applying linking words and phrases in a writing piece using multiple, simple sentences.

Organize ideas within categories of information by applying linking words and phrases by producing expanded sentences.

Organize ideas within categories of information by applying linking words and phrases using multiple, complex sentences.

Learning Supports

TemplatePhrase wallL1 text and/or supportPictures

TemplatePhrase wallL1 text and/or supportPicturesSentence Frames

TemplatePhrase wall

Template

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 23 CCSS:W.3.2.dW.3.3d WIDA ELDS: 2Writing

Provide closure to a writing piece with a strong concluding statement or section. Develop a strong closing to a writing piece using a Graphic

Organizers and model closings.

VU: Closing, concluding statement

LFC: Sentences with strong concluding statements

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Develop a strong closing to a writing piece in L1 and/or use single words.

Develop a strong closing to a writing piece in L1 and/or use short sentences

Develop a closing to a writing piece in multiple, simple, related sentences

Develop an organized closing to a writing piece in expanded sentences with emerging complexity.

Develop a clear and coherent closing to a writing piece by using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.

Learning Supports

Model closing statements Graphic OrganizersWord/Picture WallL1 text and/or supportPicturesDictated sentences

Model closing statements Graphic OrganizersWord/Picture WallL1 text and/or supportSentence FramesPicturesDictated sentences

Model closing statements Graphic OrganizersWord Wall

Model closing statements Graphic Organizers

Model closing statements

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 24CCSS: W.3.3.bWIDA ELDS: 2Writing Speaking

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Describe actions, thoughts, and feelings and use dialogue to show character responses in a narrative essay using a Story Map, character web and Shared Writing.

VU: Dialogue, characters, quotations. LFC: Using quotation marks

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Describe actions,

thoughts and feelings and use dialogue to complete a narrative in L1 and/or draw pictures with corresponding key, single words

Describe actions, thoughts and feelings and use dialogue to complete a narrative in L1 and/or use phrases and short sentences

Describe actions, thoughts and feelings and use dialogue to show characters’ responses in a series of simple, related sentences.

Describe actions, thoughts and feelings and use dialogue to show characters’ responses in expanded sentences with emerging complexity.

Describe actions, thoughts and feelings and use dialogue to show characters’ responses in multiple, complex sentences.

Learning Supports

Character web Story MapShared WritingL1 supportPictures/PhotographsRole PlayCloze sentences

Character webStory MapShared WritingSentence FramesL1 supportRole Play

Character webStory MapShared WritingRole Play

Story map Shared Writing

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 25CCSS: W.3.4WIDA ELDS: 2Writing

With guidance and support from adults, write using appropriate grade 3 organizational structures to produce writing for a specific task and purpose.

Write to demonstrate development and organization appropriate to task and purpose using a Graphic Organizers, multiple resources and Shared Writing.

VU: Narrative, task, purpose,

LFC: Complex sentences; increasing specificity of sentence structure.

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Write a narrative essay

demonstrating development and organization in L1 and/or use pictures, drawings and corresponding key, single words in phrases or memorized patterns.

Write a narrative essay demonstrating development and organization in L1 and/or using phrases and short sentences.

Write a narrative essay demonstrating development and organization appropriate to task and purpose in a series of simple, related sentences.

Write a narrative essay demonstrating development and organization appropriate to task and purpose using expanded sentences.

Write a narrative essay demonstrating development and organization appropriate to task and purpose in multiple, complex sentences.

Learning Supports

Multiple resourcesGraphic OrganizersShared WritingWord/Picture WallL1 supportIllustrations/diagrams/

Multiple resourcesGraphic OrganizersShared WritingWord/Picture WallL1 supportSentence Frames

Multiple resourcesGraphic OrganizersShared WritingWord Wall

Multiple resourcesGraphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

drawings /Diagrams/ DrawingsCloze sentences

Student Learning Objective (SLO) Language Objective Language NeededSLO: 26CCSS: W.3.5WIDA ELDS: 2Writing

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Develop and strengthen writing by applying the steps of the writing process (planning, revising, and editing) using a Graphic Organizers, Template and Teacher Modeling.

VU: Plan, prewrite, revise, edit, draft, rewrite

LFC: Sentence structure, verb forms, subject-verb agreement, correlative conjunctions

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Develop and strengthen

writing by applying the steps of the writing process in L1 and/or use drawings and key, grade-level single words in phrases and memorized patterns.

Develop and strengthen writing by applying the steps of the writing process in L1 and/or use phrases and short sentences

Develop and strengthen writing by applying the steps of the writing process using in a series of multiple, simple, related sentences.

Develop and strengthen writing by applying the steps of the writing process in expanded sentences with emerging complexity.

Develop and strengthen writing by applying the steps of the writing process n multiple, complex sentences.

Learning Supports

Graphic OrganizersTeacher ModelingTemplate Word Wall

Graphic OrganizersTeacher ModelingTemplate Word Wall

Graphic OrganizersTeacher ModelingTemplate Word Wall

Graphic OrganizersTeacher Modeling

Teacher Modeling

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Pictures/PhotographsDrawingsL1 supportCloze sentences

Pictures/PhotographsL1 supportSentence Frames

Student Learning Objective (SLO) Language Objective Language NeededSLO: 27CCSS: W.3.6 WIDA ELDS: 2Writing

With guidance and support from adults, use Technology and Technological Resources to produce and publish writing (using keyboarding skills).

Produce and publish writing with the use of Technology and Technological Resources using keyboarding skills.

VU: Publish

LFC: Sentence structure, verb forms, subject-verb agreement, correlative conjunctionsLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Produce and publish

writing with the use of Technology and Technological Resources in L1 and/or use single words and drawings.

Produce and publish writing with the use of Technology and Technological Resources in L1 and/or use phrases and short sentences.

Produce and publish writing with the use of Technology and Technological Resources using simple, related sentences.

Produce and publish writing with the use of Technology and Technological Resources producing some complex sentences.

Produce and publish writing with the use of Technology and Technological Resources using multiple, complex sentences.

Learning Supports

Graphic OrganizersTemplate Word WallPictures/PhotographsDrawings

Graphic OrganizersTemplate Word WallPictures/PhotographsL1 support

Graphic OrganizersTemplate Word Wall

Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

L1 support Sentence Frames

Student Learning Objective (SLO) Language Objective Language NeededSLO: 28W.3.6CCSS: WIDA ELDS: 2Writing

With guidance and support from adults, use Technology and Technological Resources to interact and collaborate with others during writing.

Interact and collaborate with others during writing using Technology and Technological Resources, Checklist for publishing and Teacher Modeling.

VU: Publish

LFC: Sentence structure, verb forms, subject-verb agreement, correlative conjunctionsLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Interact and collaborate

with others using Technology and Technological Resources in L1 and/or use drawings and key, grade-level, single words in phrases.

Interact and collaborate with others using Technology and Technological Resources in L1 and/or use phrases and short sentences.

Interact and collaborate with others in writing using Technology and Technological Resources in a series of multiple, simple, related sentences.

Interact and collaborate with others in writing using Technology and Technological Resources in expanded sentences.

Interact and collaborate with others in writing using Technology and Technological Resources in multiple, complex sentences.

Learning Checklist for publishing Checklist for publishing Checklist for publishing Checklist for publishing

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Supports Teacher ModelingWord/Picture WallPictures/PhotographsDrawingsL1 support

Teacher ModelingWord/Picture WallPictures/PhotographsL1 supportSentence Frames

Teacher ModelingWord Wall

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 29CCSS: W.3.7 WIDA ELDS: 2Writing

Conduct short research projects that build knowledge about a topic when writing. Conduct a short research project that builds knowledge

about a topic using Technology and Technological Resources, notes and Teacher Support.

VU: Research

LFC: Complex sentences; increasing specificity of sentence structure.

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Conduct a short

research project about a topic in L1 and/or use pictures, drawings and corresponding key, single words in phrases.

Conduct a short research project about a topic in L1 and/or using Visuals in phrases and short sentences.

Conduct a short research project about a topic using a series of multiple, simple, related sentences.

Conduct a short research project about a topic in expanded sentences.

Conduct a short research project about a topic in multiple, complex sentences.

Learning Supports

Technology and Technological ResourcesTeacher SupportWord/Picture WallL1 supportIllustrations/diagrams/drawings /diagrams/

Technology and Technological ResourcesTeacher SupportWord/Picture WallL1 supportSentence Frames

Technology and Technological ResourcesTeacher SupportWord Wall

Technology and Technological Resources Teacher Support

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

drawings

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 30CCSS: W.3.8 WIDA ELDS: 2Writing

Recall information from experiences or gather information from print and digital sources when writing.

Recall information from experiences or gather information from print and digital sources when writing using notes, Shared Writing and Technology and Technological Resources.

VU: Recall, gather, print sources, digital sources

LFC: Complex sentences; increasing specificity of sentence structureLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Recall information from

experiences or gather information from print and digital sources when writing in L1. and/or use single words.

Recall information from experiences or gather information from print and digital sources when writing in L1 and/or use phrases and short sentences.

Recall information from experiences or gather information from print and digital sources when writing in a series of multiple, simple, related sentences.

Recall information from experiences or gather information from print and digital sources when writing in expanded sentences with emerging complexity.

Recall information from experiences or gather information from print and digital sources when writing in multiple, complex sentences.

Learning Supports

Technology and Technological ResourcesNotes in English and L1Shared WritingWord/Picture WallL1 supportIllustrations/diagrams/drawings /diagrams/

Technology and Technological ResourcesNotes in English and L1Shared WritingWord/Picture WallL1 supportSentence Frames

Technology and Technological ResourcesNotes Shared WritingWord Wall

Technology and Technological ResourcesNotes

Notes

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

drawings

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 31CCSS: W.3.8 WIDA ELDS: 2Writing

Take brief notes on sources and sort evidence into provided categories in a writing piece.

Write brief notes on sources and sort evidence into provided categories in a writing piece using foldables, Shared Writing and Technology and Technological Resources.

VU: Notes, sort, evidence, categories

LFC: Complex sentences

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Write brief notes on

sources and sort evidence into provided categories using in L1 and/or in phrase .

Write brief notes on sources and sort evidence into provided categories in L1 and/or phrases and short sentences.

Write brief notes on sources and sort evidence into provided in a series of multiple, simple, related sentences.

Write brief notes on sources and sort evidence into provided categories in expanded sentences.

Write brief notes on sources and sort evidence into provided categories using in multiple, complex sentences.

Learning Supports

Foldables Word/Picture WallL1 supportIllustrations/diagrams/drawings /Diagrams/ Drawings

Foldables Word/Picture WallL1 supportSentence Frames

Foldables Word Wall

Foldables Foldables

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 32CCSS: SL.3.2 WIDA ELDS: 2-5Listening Speaking

Determine the main ideas and supporting details of a text or of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Identify the main idea and supporting details of text presented visually, quantitatively, and orally using a Graphic Organizers, Think Alouds and Word Wall.

VU: Identify, explain, main idea, detailsLFC: Verb form; indicative verbs; declarative sentences;

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Identify the main idea

and supporting details of text presented visually, quantitatively, and orally in L1 and/or from a leveled text using single words.

Identify the main idea and supporting details of text presented visually, quantitatively, and orally in L1 and/or from leveled text, in phrases or short sentences.

Identify the main idea and supporting details of adapted grade-level text presented visually, quantitatively, and orally in multiple, simple, related sentences.

Identify the main idea and supporting details of text within grade 2-3 complexity band, presented visually, quantitatively, and orally in expanded and some complex sentences.

Identify the main idea and supporting details of grade-level text presented visually, quantitatively, and orally in multiple, complex sentences.

Learning Supports

Graphic Organizers Think AloudsWord/Picture WallPictures/PhotographsL1 supportIllustrations/diagrams/drawings /diagrams/ drawings

Graphic Organizers Think AloudsWord/Picture WallPictures/PhotographsL1 support

Graphic Organizers Think AloudsWord Wall

Think AloudsGraphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 33CCSS: SL.3.4 WIDA ELDS: 2-5Listening Speaking

Report on a topic or text, tell a story, or recount an experience. Tell a story or recount an experience using a Graphic

Organizers, Word Wall and sentence starters.

VU: First, second, finally, then

LFC: Adverbs of time; relative clauses; transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Tell a story or recount

an experience in L1 and/or draw the sequence of events or put Illustrations/diagrams/drawings in proper sequences with corresponding ingle words in phrases.

Tell a story or recount an experience in L1 and/or use pictures and key, grade-level vocabulary in phrases and short sentences.

Tell a story or recount an experience using key, content-based, grade-level vocabulary in a series of multiple, simple, related sentences.

Tell a story or recount an experience using key, content-based, grade-level vocabulary in expanded and some complex sentences.

Tell a story or recount an experience using precise, content-based, grade level vocabulary in multiple, complex sentences.

Learning Supports

Graphic OrganizersTemplate Word/Picture WallL1 supportIllustrations/diagrams/

Graphic OrganizersTemplate Word/Picture WallSentence Frames L1 support

Graphic OrganizersTemplateWord Wall

Graphic Organizers Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

drawings

Student Learning Objective (SLO) Language Objective Language NeededSLO: 34CCSS: SL.3.4 WIDA ELDS: 2-5Listening Speaking

Use appropriate facts, descriptive details when reporting on a topic or text, telling a story, or recounting an experience.

Tell a story or recount an experience using facts and descriptive details using a Graphic Organizers, Word Wall and Teacher Modeling.

VU: First, second, finally, then

LFC: Adverbs of time; relative clauses; transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Tell a story or recount

an experience using descriptive details in L1 and/or draw the sequence of events or put Illustrations/diagrams/drawings in proper sequences using single words in phrases.

Tell a story or recount an experience using facts and descriptive details in L1 or phrases and short sentences.

Tell a story or recount an experience using facts and descriptive details in a series of multiple, simple, related sentences.

Tell a story or recount an experience using facts and descriptive details in expanded and some complex sentences.

Tell a story or recount an experience using facts and descriptive details in multiple and complex sentences.

Learning Supports

Graphic OrganizersTeacher ModelingWord/Picture WallL1 support

Graphic OrganizersTeacher ModelingWord/Picture Wall

Graphic OrganizersTeacher ModelingWord Wall

Graphic Organizers Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Illustrations/diagrams/drawings

Sentence Frames L1 support

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 35CCSS: SL.3.4WIDA ELDS: 2-5Listening Speaking

Speak clearly at an understandable pace when reporting on a topic or text, telling a story, or recounting an experience.

Speak clearly to tell a story or recount an experience using a Graphic Organizers, recording devices and a Partner work.

VU: First, second, finally, then

LFC: Adverbs of time; relative clauses; transitional phrases

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Speak clearly to tell a

story or recount an experience in L1 and/or draw the sequence of events or put Illustrations/diagrams/drawings in proper sequences single words in phrases.

Speak clearly to tell a story or recount an experience in L1 and/or use Visuals in phrases and short sentences.

Speak clearly to tell a story or recount an experience using a series of simple, related sentences.

Speak clearly to tell a story or recount an experience using expanded and some complex sentences.

Speak clearly to tell a story or recount an experience using multiple and complex sentences of varying lengths and structures.

Learning Supports

Graphic OrganizersRecording devicesWord/Picture WallL1 supportIllustrations/diagrams/drawings

Graphic OrganizersRecording devicesWord/Picture WallSentence Frames L1 supportPartner work

Graphic OrganizersRecording devicesWord WallPartner work

Graphic Organizers Graphic Organizers

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Partner work

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 36CCSS: L.3.2bWIDA ELDS: 2Writing

Use commas in addresses when writing. Use commas in addresses when writing using charts and a model.

VU: Comma, heading, body, closing

LFC: Complex sentences; increasing specificity of sentence structureLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives Use commas in

addresses when writing a letter in L1 and/or complete addresses with commas between city, state.

Use commas in addresses when writing a letter in L1 and/or complete addresses with commas between city, state.

Use commas in addresses when writing a letter using key, content-based vocabulary in a series of simple, related sentences.

Use commas in addresses when writing a letter using key, grade-level vocabulary in expanded and some complex sentences.

Use commas in addresses when writing a letter using grade-level vocabulary in multiple, complex sentences.

Learning Supports

ChartModelWord/Picture WallL1 support

ChartModelWord/Picture WallL1 support

ChartModelWord Wall

Chart

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 37L.3.3.a CCSS: WIDA ELDS: 2 ReadingListening Speaking

Choose words and phrases for effect.* Choose words and phrases for effect using multiple resources and Teacher Modeling.

VU: Phrases, effect

LFC: Complex sentences; increasing specificity of sentence structureLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Choose words and phrases for effect in L1 and/or use drawings or single words in phrases.

Choose words and phrases for effect in L1 and/or use phrases and short sentences.

Choose words and phrases for effect using a series of simple, related sentences.

Choose words and phrases for effect using expanded and some complex sentences.

Choose words and phrases for effect using multiple and complex sentences of varying lengths and structures.

Learning Supports

Multiple resourcesTeacher ModelingWord/Picture WallL1 supportIllustrations/diagrams/drawings

Multiple resourcesTeacher ModelingWord/Picture WallSentence Frames L1 support

Multiple resourcesTeacher ModelingWord Wall

Multiple resources

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 38CCSS: L.3.3.bWIDA ELDS: WIDA ELDS: 2 WritingListening Speaking

Recognize and observe differences between the conventions of spoken and written standard English.

Identify the difference between the conventions of spoken and written standard using charts and a Partner work.

VU: Conventions, spoken, written

LFC: Complex sentences; increasing specificity of sentence structureLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify the difference between the conventions of spoken and written standard in L1 and/or identify the difference using single words in phrase citations.

Identify the difference between the conventions of spoken and written standard in L1 and/or use Visuals phrases and short sentences.

Identify the difference between the conventions of spoken and written standard a series of simple, related sentences.

Identify the difference between the conventions of spoken and written standard using expanded and some complex sentences.

Identify the difference between the conventions of spoken and written standard English using multiple, complex sentences.

Learning Supports

ChartsPartner workWord/Picture WallL1 supportIllustrations/diagrams/drawings

ChartsPartner workWord/Picture WallSentence Frames L1 support

ChartsWord WallPartner work

Charts

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.

ELA – Grade 3 - Unit 3 - ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 39L.3.5b CCSS: WIDA ELDS: 2WritingSpeaking

Identify real life connections between words and their use (e.g., describe people who are friendly or helpful).

Identify real life connections between words and their use using a T-Charts and Word Wall.

VU: Identify, real life, connections

LFC: Complex sentences; increasing specificity of sentence structureLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Identify real life connections between words and their use in L1 and/or draw pictures or use single words in phrases.

Identify real life connections between words and their use in L1 and/or use Visuals in phrases and short sentences.

Identify real life connections between words in a series of simple, related sentences.

Identify real life connections between words and their use using expanded and some complex sentences.

Identify real life connections between words and their use using multiple, complex sentences of varying lengths and structures.

Learning Supports

T-ChartsWord/Picture WallL1 supportIllustrations/diagrams/drawings

T-Charts Word/Picture WallSentence Frames L1 support

T-ChartsWord Wall

T-Charts T-Charts

Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Furthermore, ELLs benefit from using dictionaries (picture, bilingual, English, personal) across all levels of proficiency.